#4 Managing Problem Behaviors in School and Home Settings

Over the past 25 years an effective technology for reducing problem behavior has emerged within the field of applied behavior analysis. The literature on functional assessment within the field of applied behavior analysis has provided teachers and parents with effective reinforcement-based approaches for reducing problem behavior once the function of the behavior is determined.

This workshop will focus on the assessment and treatment of problem behavior maintained by the two most common functions, socially-mediated negative reinforcement (to get out of ....demands), and socially mediated positive reinforcement (to get.... tangible items, activities, attention).

At the conclusion of this workshop, behavior analysts (BCBAs, BCaBAs), special education staff, and other participants will be able to: (1) identify the controlling variables (operant four-term contingency) responsible for the maintenance of self-injury, aggression, stereotypy, and destructive behavior, (2) describe the concept of habilitation and its defining features as it relates to improving the quality of life for persons with developmental disabilities and their caregivers, (3) describe how poor curriculum choices and ineffective teaching procedures can impact behavior management , (4) describe the behavior analysis of a motivating operation (MO) and its relation to mand training for children with language delays, including autism, (5) describe the behavior analysis of a reflexive motivating operation (CMO-R) and its relation to problem behavior maintained by escape from task demands, (6) describe the purpose of conducting a functional assessment of problem behavior, (7) identify the defining features of indirect, descriptive, and functional analysis approaches to assessment (8) describe the strengths and limitations for each general approach to assessment, (9) Identify three ways reinforcement-based interventions reduce the frequency of problem behavior, (10) develop a treatment strategy for replacing maladaptive mands that you are prepared to honor with alternative, appropriate mands, (11) develop a treatment strategy for replacing non-compliance with compliance and appropriate mands, (12) develop a treatment strategy for teaching waiting, (13) develop a treatment strategy for teaching accepting no, and (14) develop a treatment strategy for accepting the removal of preferred items and activities.

Target audience: This workshop provides essential information for behavior analysts (BCBAs, BCaBAs), special education staff, speech-language pathologists, program administrators, psychologists, and others who work with children and adults with developmental disabilities, including autism.

Workshop format: The workshop format will provide written descriptions, lecture, videotape examples, case studies, practice activities for participants, and discussion of specific concerns shared by the audience.